I believe few people who have taught academic writing can have failed to see the gap between the emphasis in self-expression in process writing and what students will actually be doing when they produce their final theses etc. This conundrum was partly what gave rise to the process writing approach in the first place.

Second Language Writers’ Text–Linguistic and Rhetorical Features

The author does deal with this point by saying that the grammar and vocabulary taught has to be made more relevant to the final aims of the students, and be seen to be so, but that surely is just the start of a very difficult process. Despite my comment above on how much the book is based on the one piece of research, an effort has been made to make the book of more general interest. The background section is very comprehensive, covering more theoretical approaches and individual pieces of research.

It does suffer somewhat for the general interest reader by often listing pieces of research without giving any indication of their conclusions.

Download Second Language Writers\' Text: Linguistic And Rhetorical Features (Esl

The glossary definitions are clear and accurate, but again the choice of terms they have chosen to explain does not exactly match what someone with a background in general applied linguistics or ELT would have difficulty understanding. Second Language Writers' Text. Linguistic and Rhetorical Features.

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Part III of the volume goes beyond the sentence level to address rhetorical features of the text that require specific instruction and additional attention in the ESL classroom, such as connective adverbial clauses, sentence transitions, cohesive ties, and hedging statements. This section gives advice on teaching rhetorical features that enhance cohesion and coherence in academic texts. These include chains from old to new information, demonstratives, enumerative nouns, linking words, parallel structures, and means of clarifying and giving examples.

The final chapter of this section offers advice on how to help learners expand their hedging repertoire. Hedging involves the use of linguistic devices to show hesitation or uncertainty, display politeness and indirectness, and defer to the reader's point of view. As hedging is not usually addressed in sufficient detail in ESL writing courses, Hinkel suggests specific instruction in employing linguistic features like modal verbs, adjectives and adverbs, which can project politeness and caution into a formal, academic text.

Second Language Writers’ Text–Linguistic and Rhetorical Features

Addressing hedging in the classroom also helps students learn how to avoid making overstatements as well as familiarizes them with the difference between formal and informal genres. As mentioned above, this book is extremely practice-friendly, as it offers concrete advice and exercises for ESL instructors teaching at an advanced level. Hinkel cogently argues that a shift in writing pedagogy is necessary in order to address the needs of the ever-increasing number of students who are using English as an academic L2. Her evidence is strongly supported by corpus studies, the results of which she directly applies to the language classroom.

3. Don Quixote, Part I: Chapters I-X (cont.)

The only qualm that I have with this use of corpus data is that it is entirely based on differences between L1 and L2 writers, which implies that L2 writers are deficient in comparison to their L1 counterparts. However, studies in contrastive rhetoric have found that while successful L2 English speakers may use the language differently, this does not necessarily imply that their use is in any way deficient Prodromou Furthermore, Mauranen -- who has compiled a corpus of L2 academic English -- argues that Anglo-American standards should no longer be the reference point of a truly international discourse community, and differences in rhetorical style must be accepted.

Hinkel's volume makes no mention of the fact that conventions in academic writing are "socially and historically constructed to support the interests of a dominant group within a given society" Norton Nevertheless, the volume will be of great use to anyone involved with the pedagogy of academic ESL writing.